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Hello Everyone,
In long years of teaching and researching I found out that there are a lot of topics worth for research, for PhD thesis and beyond I am to share them here, one by one, I encourage other researchers to do so, if they have something valuable in this regard.
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"Vos intérêts de recherche sont vraiment passionnants et touchent des aspects essentiels pour améliorer le monde de l’éducation...."
تجربیاتم به من نشان می دهد که اگر آموزش مفاهیم علمی و پژوهش علمی به معنای واقعی و تاثیرگذار قبل از ورود به دانشگاه و در واقع در مدارس شروع شود تاثیر بسیار بهتری بر بهبود وضع جامعه خواهد داشت، دانش آموزان نه در یک شهر یا کشور بلکه در سراسر دنیا یاد خواهند گرفت که فقط علم واقعی راه پیشرفت خواهد بود.
*Also please read this: "...those who, during the preceding year, shall have conferred the greatest benefit to humankind..." (1)
آموزش معلمان و مربیان برای آموزش علم به دانش آموزان در مدارس باید ضرورتا تغییر کند. این آموزش باید همه جانبه باشد و خصوصا شامل مواردی مانند شبه علم، ضدعلم، سرقت ادبی، نیاز به پژوهش، برشمردن انواع تخلفات علمی، تفاوت بین تولید علمی و تاثیر علمی، کسانی که به نام علم به جامعه خیانت می کنند، و بسیاری موارد دیگر
بحث بسیار طولانی و هیجان انگیز است و در آینده آن را بیشتر باز خواهم کرد.
اما در این پست خیلی خلاصه به بحث شبه علم و بخشی از آن که اعتقاد به شبه کیهانشناسی هست می پردازم. در سراسر دنیا افرادی داریم که تاثیر بسیاری بر جامعه جهانی دارند ، اینها خود را مروج علم و یا مروج علم عامه معرفی می کنند، مانند نیل دگریس تایسون، میچیوکاکو، و حتی استیون هاوکینگ.
در گذشته در مورد عقاید غیر علمی برخی از این افراد هم بحث هایی را خودم شروع کردم و هم در مباحثه های موجود در ریسرچ گیت شرکت کردم
برای مثال خود بحث زیر
را مشاهده، آن را مطالعه و خود قضاوت کنید که اگر به دانش آموزان و یا کلی تر نوجوانان و جوانان آموزش های لازم در مورد شک گرائی علمی، خلاقیت علمی و در کل تفکر علمی داده شود، دیگر تفکرات چنین افرادی خریدار خواهد داشت؟
Lets be clear and frank
*For a better society we need to educate teachers and educators about "the real mechanism of scientific advancement", it comes from "real scientific research" but not fake research, Plagiarism, 3G+H authorship, data fabrication ... Real advancement of any society all over the world is not bond to stuff such as Impact factor, Q1 journals, H Index, citations, number of views, followers, following... but it is bond to healthy ideas and efforts of those real scientists that without any show off, work for betterment of all of us, all over the world.
Maybe the best example we have at hand to exhibit is "Nobel peace prize" they don't seek impact factor, H index, citations and stuff like them, but seek the real, tangible and touchable impact that a scientist has on society,
Now again form Nobel Peace Prize (1)
"...those who, during the preceding year, shall have conferred the greatest benefit to humankind..."
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2025 2nd International Conference on Arts, Education and Management(ICAEM 2025) will be held in Kuala Lumpur, Malaysia on February 14-16, 2025.
Conference Website: https://ais.cn/u/VriUZv
---Call for papers---
The topics of interest for submission include, but are not limited to:
(1) Art
· Art
· Xiqu
· Design
· Animation
· Cultural Industry
· Music and Dance
· Theatre and Film and Television Studies
(2) Education
· Pedagogy
· Psychology
· Science Education
· Special Education
· Physical Education
· Intelligent Education
· Sports Rehabilitation
(3) Manage
· Safety Management
· Public Administration
· Business Administration
· Safety Science and Engineering
· Agricultural Economic Management
· Information Resource Management
· Management Science and Engineering
---Publication---
All papers will be reviewed by two or three expert reviewers from the conference committees. After a careful reviewing process, all accepted papers will be published in Journals and will be submitted for CNKI,Google Scholar.
---Important Dates---
Full Paper Submission Date: January 25, 2025
Registration Deadline: February 1, 2025
Final Paper Submission Date: February 1, 2025
Conference Dates: February 14-16, 2025
--- Paper Submission---
Please send the full paper(word+pdf) to Submission System:
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Thank you very much for the information
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Dear colleagues,
We are very pleased to invite you to submit your latest research results, developments, and ideas to the 2025 2nd International Conference on Arts, Education and Management(ICAEM 2025) ,which will be held in Kuala Lumpur, Malaysia on February 14-16, 2025.
Please visit the official website for more information:
***Call for Papers***
The topics of interest for submission include, but are not limited to:
(1) Art
· Art
· Xiqu
· Design
· Animation
· Cultural Industry
· Music and Dance
· Theatre and Film and Television Studies
(2) Education
· Pedagogy
· Psychology
· Science Education
· Special Education
· Physical Education
· Intelligent Education
· Sports Rehabilitation
(3) Manage
· Safety Management
· Public Administration
· Business Administration
· Safety Science and Engineering
· Agricultural Economic Management
· Information Resource Management
· Management Science and Engineering
***Important Dates****
Full Paper Submission Date: January 25, 2025
Registration Deadline: February 1, 2025
Final Paper Submission Date: February 1, 2025
Conference Dates: February 14-16, 2025
***Paper Submission***
Please send the full paper(word+pdf) to Submission System:
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Thank you very much for your invitation; We hope to present papers at the next contest. We are a group of Peruvian teachers who are dedicated to scientific research and hope to contribute to scientific study.
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Dear colleagues,
We are very pleased to invite you to submit your latest research results, developments, and ideas to the 2024 International Conference on Education, Management and Art and Culture (EMAC 2024)will be held in Datong, Shanxi,China on December 20-22, 2024.
Please visit the official website for more information:
***Call for Papers***
The topics of interest for submission include, but are not limited to:
◪Art and Culture
· Art
· Design
· Animation
· Communication Science
· Music and Dance
· Chinese/Foreign Languages and Literature
◪ Education
· Pedagogy
· Psychology
· Science Education
· Special Education
· Physical Education
· Intelligent Education
· Sports Rehabilitation
◪Management
· Safety Management
· Public Administration
· Business Administration
· Safety Science and Engineering
· Agricultural Economic Management
· Information Resource Management
· Management Science and Engineering
***Important Dates****
Full Paper Submission Date: November 20, 2024
Registration Deadline: November 30, 2024
Final Paper Submission Date: December 10, 2024
Conference Dates: December 20-22,2024
***Paper Submission***
Please send the full paper(word+pdf) to Submission System:
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Please visit the conference's official website for more information:
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The demarcation between philosophy and science is defined by the validation of ideas through experimentation. However, what happens when loopholes are created that allow unsubstantiated thoughts to re-enter science under the guise of scientific rigor? This, in fact, was achieved by scientists like Einstein and has since been embraced by the scientific community. Below are three specific examples of such loopholes. I invite you to comment on them:
  • Thought Experiment: Einstein reintroduced a core philosophical concept by renaming it, substituting real experimentation with hypothetical scenarios. This approach has significantly altered the scientific landscape.
  • Thought Instrument: Einstein also introduced the idea of the "thought instrument," exemplified by constructs like the "light clock" and the "graphene-thick windowless laboratory (GTWL)," to support his thought experiments.
  • Handicapped Experimentation: The most striking loophole was the deliberate exclusion of key observations in experiments, which allowed for experimentation within the confines of the GTWL. This last loophole is the hardest to detect but becomes obvious once revealed. Imagine being given two identical bottles containing two transparent liquids. You're told that no experiment can differentiate between the two liquids. However, when informed that one smells like white vinegar and the other does not, you're instructed not to use your sense of smell in the experiment. This is similar to the rationale given to justify the "equivalence principle" and, subsequently, general relativity.
For more on the intersection of religion, philosophy, and science, please refer to the attached presentation materials.
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Loopholes from physics to metaphysics refer to gaps or ambiguities in scientific understanding that invite philosophical interpretation. Examples include:
  1. Quantum Mechanics: Phenomena like superposition and entanglement challenge classical notions of reality and causality, prompting metaphysical questions about the nature of existence and observation.
  2. Consciousness: The hard problem of consciousness—how subjective experience arises from physical processes—raises metaphysical inquiries about the mind-body relationship.
  3. Space and Time: The nature of spacetime in relativity, especially concepts like time dilation, leads to questions about the fundamental structure of reality.
  4. The Big Bang: The origins of the universe and what (if anything) preceded the Big Bang open discussions about existence, creation, and causality.
These loopholes highlight the interplay between scientific inquiry and philosophical speculation, suggesting that our understanding of reality may extend beyond empirical evidence.
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Dear ReserchGate
Can you please add Journal of Social Science Education [JSSE] among the journals possible to enter when you add new research! JSSE (ISSN: 1618-5293) is an important journal in the field of social science education.
Kind regards
Mattias Björklund, Stockholm University
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Thanks Björn! I will check it out!
//Mattias
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2024 3rd International Conference on Science Education and Art Appreciation (SEAA 2024)will be held on June 28-30, 2024 in Kuala Lumpur, Malaysia.
Conference Webiste: https://ais.cn/u/UVjE7z
---Call For Papers---
The topics of interest for submission include, but are not limited to:
1. Education
◆ Science of education, history of education
◆ Educational psychology, teaching practice
◆ Physical education, physical mental health
◆ Pedagogy principles, Curriculum and pedagogy
◆ Preschool education, higher education
◆ Psychology, physical education
◆ Vocational and technical education
◆ Special pedagogy
◆ Educational Technology
◆ Humanities and sociology of Sports
2. Art
◆ Language, art theor
◆ Art, animation
◆ Drama, film and television management
◆ Design, art design
◆ Music and dance
◆ Broadcasting
◆ Landscape planning and design
◆ Literature, fiction appreciation, The international literature
◆ History spread
◆ Translation aesthetics
All accepted full papers will be published in ASSEHR-Advances in Social Science, Education and Humanities Research (ISSN: 2352-5398) and will be submitted to CPCP/CNKI for indexing.
Important Dates:
Full Paper Submission Date: May 28, 2024
Registration Deadline: June 08, 2024
Final Paper Submission Date: June 18, 2024
Conference Dates: June 28-30, 2024
For More Details please visit:
Invitation code: AISCONF
*Using the invitation code on submission system/registration can get priority review and feedback
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I do wish people would stop spamming the question area with ads, like this.
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Research in Agricultural Science Education
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use of organic vs inorganic fertilizers in crop production a quantitative correlational study
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SDG research in Science Education?
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Research on Sustainable Development Goals (SDGs) in science education focuses on integrating the principles and objectives of the SDGs into science curriculum and teaching methods. This involves exploring how science education can contribute to achieving goals such as environmental sustainability, health, and quality education. Researchers may investigate innovative teaching approaches, educational policies, and learning outcomes related to SDGs within the context of science education. The aim is to equip students with the knowledge and skills needed to address global challenges outlined in the SDGs.
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International Conference on Arts, Education and Management(ICAEM2024) will be held in Kuala Lumpur, Malaysia on February 23-25,2024.
---Call For Papers---
The topics of interest for submission include, but are not limited to:
(1) Art
· Art
· Xiqu
· Design
· Animation
· Cultural Industry
· Music and Dance
· Theatre and Film and Television Studies
(2) Education
· Pedagogy
· Psychology
· Science Education
· Special Education
· Physical Education
· Intelligent Education
· Sports Rehabilitation
(3) Manage
· Safety Management
· Public Administration
· Business Administration
· Safety Science and Engineering
· Agricultural Economic Management
· Information Resource Management
· Management Science and Engineering
All accepted papers will be published in Clausius Scientific Press (CSP) and will be submitted for CNKI,Google Scholar.
Important Dates:
Full Paper Submission Date: January 25, 2024
Registration Deadline: January 29, 2024
Final Paper Submission Date: January 29, 2024
Conference Dates: February 23-25, 2024
For More Details please visit:
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Wish you all the best.
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Environmental problems in the age we live in require us to think creatively, to question them, and to do something corrective. What is the role of science education in the transformation of education and its adaptation to the age?
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Involves integrating ecological principles and environmental awareness into curricula to promote understanding of sustainability issues.
For example, students might study the impact of human activities on ecosystems, explore renewable energy sources, or participate in hands-on projects like creating sustainable solutions for waste reduction in their school or community. This approach aims to cultivate environmentally responsible practices and a sense of stewardship among students.
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Relationship between Agric Science Education and Soil Science
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Harrison, this is a question of fundamental importance, not just for agricultural education, but education at large. To be more specific, it would be necessary to see the curriculum and courses that you already have for ag science education, and then look at the logical place for soil science to be inserted. On the other hand, most universities, and all land grant schools here in America, have soil science(s) as separate yet related courses in their schools of agriculture. There are also several "short courses" or lesson-based approaches which do not require an independent course.
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Does energy have an origin or root?
When Plato talks about beauty in the "Hippias Major", he asks: "A beautiful young girl is beautiful", "A sturdy mare is beautiful", "A fine harp is beautiful", "A smooth clay pot is beautiful" ....... , So what exactly is beauty? [1]
We can likewise ask, Mechanical energy is energy, Heat energy is energy, Electrical and magnetic energy is energy, Chemical and internal energy is energy, Radiant energy is energy, so what exactly is "energy"?[2]
Richard Feynman, said in his Lectures in the sixties, "It is important to realize that in physics today we have no knowledge of what energy is". Thus, Feynman introduced energy as an abstract quantity from the beginning of his university teaching [3].
However, the universal concept of energy in physics states that energy can neither be created nor destroyed, but can only be transformed. If energy cannot be destroyed, then it must be a real thing that exists, because it makes no sense to say that we cannot destroy something that does not exist. If energy can be transformed, then, in reality, it must appear in a different form. Therefore, based on this concept of energy, one can easily be led to the idea that energy is a real thing, a substance. This concept of energy is often used, for example, that energy can flow and that it can be carried, lost, stored, or added to a system [4][5].
Indeed, in different areas of physics, there is no definition of what energy are, and what is consistent is only their Metrics and measures. So, whether energy is a concrete Substance**, or is just heat, or is the capacity of doing work, or is just an abstract cause of change, was much discussed by early physicists. However, we must be clear that there is only one kind of energy, and it is called energy. It is stored in different systems and in different ways in those systems, and it is transferred by some mechanism or other from one system to another[9].
Based on a comprehensive analysis of physical interactions and chemical reaction processes, energy is considered to be the only thing that communicates various phenomena. Thus, "Energism" was born*[8]. Ostwald had argued that matter and energy had a “parallel” existence, he developed a more radical position: matter is subordinate to energy. “Energy is always stored or contained in some physical system. Therefore, we will always have to think of energy as a property of some identifiable physical system”. “Ostwald regarded his Energism as the ultimate monism, a unitary "science of science" which would bridge not only physics and chemistry, but the physical and biological sciences as well”[6]. This view has expressed the idea of considering "pure energy" as a "unity" and has assumed the process of energy interaction. However, because of the impossibility to determine what energy is, it has been rejected by both scientific and philosophical circles as "metaphysics" and "materialism"[10].
The consistency and transitivity of energy and momentum in different physical domains have actually shown that they must be linked and bound by something fundamental. Therefore, it is necessary to re-examine the "Energism" and try to promote it.
The relationship between energy and momentum, which are independent in classical mechanics, and their conservation are also independent. the momentum of the particle does not involve its energy. but In relativity, the conservations of momentum and energy cannot be dissociated. The conservation of momentum in all inertial frames requires the conservation of energy and vice versa. space and time are frame-dependent projections of spacetime[7].
Our questions are:
1) What is energy, is it a fundamental thing of entity nature**, or is it just a measure, like the property "label" of "beauty", which can be used by anyone: heat, light, electricity, machinery, atomic nuclei. Do the various forms of energy express the same meaning? Can they be expressed mathematically in a uniform way? Is there a mathematical definition of "energy"? ***
2) Is the conservation of energy a universal principle? How does physics ensure this conservation?
3) Why is there a definite relationship between energy and momentum in all situations? Where are they rooted?
4) If the various forms of energy and momentum are unified, given the existence of relativity, is there any definite relationship between them and time and space?
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* At the end of the nineteenth century, two theories were born that tried to unify the physical world, "electromagnetic worldview" and "Energism". We believe that this is the most intuitive and simple view of the world. And, probably the most beautiful and correct view of the world.
** If it is an entity, then it must still exist at absolute zero. Like the energy and momentum of the photon itself, it does not change because of the temperature, as long as it does not interact with each other.
*** We believe that this is an extremely important issue, first mentioned by Sergey Shevchenkohttps://www.researchgate.net/profile/Sergey-Shevchenko )in his reply to a question on Researchgate, see https://www.researchgate.net/post/NO1_Three-dimensional_space_issue; SS's reply.
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Referencs
[1] Plato.
[2] Ostwald identified five “Arten der Energie”: I. Mechanical energy, II. Heat, III. Electrical and magnetic energy, IV. Chemical and internal energy, and V. Radiant energy. Each form of energy (heat, chemical, electrical, volume, etc.) is assigned an intensity. And formulated two fundamental laws of energetics. The first expresses the conservation of energy in the process of transfer and conversion; the second explains in terms of intensity equilibrium what can start and stop the transfer and conversion of energy.
[3] Duit, R. (1981). "Understanding Energy as a Conserved Quantity‐‐Remarks on the Article by RU Sexl." European journal of science education 3(3): 291-301.
[4] Swackhamer, G. (2005). Cognitive resources for understanding energy.
[5] Coelho, R. L. (2014). "On the Concept of Energy: Eclecticism and Rationality." Science & Education 23(6): 1361-1380.
[6] Holt, N. R. (1970). "A note on Wilhelm Ostwald's energism." Isis 61(3): 386-389.
[7] Ashtekar, A. and V. Petkov (2014). Springer Handbook of Spacetime. Berlin, Heidelberg, Springer Berlin Heidelberg.
[8] Leegwater, A. (1986). "The development of Wilhelm Ostwald's chemical energetics." Centaurus 29(4): 314-337.
[9] Swackhamer, G. (2005). Cognitive resources for understanding energy.
[10] The two major scientific critics of Energism are Max Planck and Ernst Mach. The leading critic of the political-philosophical community was Vladimir Lenin (the founder of the organization known as Comintern). But he criticized not only Ostwald, but also Ernst Mach.
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Dear Chian Fan ,
You live in China and have not been touched - you have forgotten the teachings of Lao Tzu! This could be the reason why you don't understand what André Michaud wrote to you.
Please excuse me for being blunt!
Regards,
Laszlo
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Learning in Science Education deals with the process of ensuring positive and permanent changes in the learners characteristics as a result of interaction with the environment and resources including human such as a teacher(Babalola, 2023).
Changes in the learners' behavior include the psychomotor, Cognitive and the affective domains. Adequate knowledge of each of these domains of learning provides for Science Education variables. The knowledge of such variables often reorients the teacher focus of what to achieve in the learners and the suitable innovative methods required to achieve that during the classroom activities. Consequently, what are these important Science Education variables that Chemistry Education researchers need to pay more attention to other than academic Achievement and why?
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The foundation is everything and science education is no exception. The foundation in science education is directly linked to learners' misconceptions about the subjects, especially the concepts involved. For this reason, one of the critical variables that can be considered in science education is learners' misconceptions. Although extensive work has been done in that area, the findings of studies still suggest that there are still some gaps.
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Necesito publicaciones o los nombres de quienes hayan o estén trabajando en ensenanza interdisciplinaria de las Ciencias Naturales. Particularmente me interesa sobre formación docente y currículum para el nivel medio de enseñanza (secundaria).
Muchas gracias, Gastón
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Hola Gastón, en el grupo de investigación PIFIL de la Universidad de Nariño, trabajamos el tema de la enseñanza de las ciencias naturales ligado a la educación ambiental en perspectiva interdisciplianria. Tenemos algunas publicaciones como el libro Transversalidad de la educación ambiental que propone una estrategia de gestion curricular para los niveles de educación desde básica primaria hasta secundaria y media con matrices donde se desarrollan todas las áreas del curriculo obligatorias según los lineamientos del Ministerio de Educación de Colombia, puedes descargarlo en: sired.udenar.edu.co/6845.
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I am looking for collaborators to conduct a broad field study of acceptance and rejection of evolution in biology majors that is comparative across regions of the United States and abroad. Please respond if you might be interested. Instrumentation is already prepared/validated and reliability tested.
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What type of work out can be done
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Dear fellows,
Maybe you have done interesting measurements to test some model?
I can always use such data to use as examples and tests for my regression analysis software, and it's a win-win, since I might give you a second opinion on your research.
It's important that I also get the imprecision (measurement error/confidence interval) on the independent and dependent variables. At this moment, my software only handles one of each, but I'm planning to expand it for more independent variables.
Thanks in advance!
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Carlos Araújo Queiroz I don't see a dataset, or am I missing something?
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For research purposes
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In addition to all interesting answers, I am wonder Prof. Franklin Aganibah Abobe if STEM is not the conceptualization of basic sciences in secondary schools.
Probably, Prof.
Zoncita Del Mundo Norman
could explain it. I live in Venezuela and we have quite a concern as educators on the way that STEM subjects have been neglected in high schools curricula.
Eventually a conceptualization should imply to recall the importance of those subjects in the cognitive process of the young generation being formed in high schools.
Kind Regards.
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Dear fellow academicians, firstly I wish the health & safety of you and your relatives during this pandemic; and present my kindest regards from Turkey. I am working on a research project that is orientated towards the pre-service training of science teachers through the utilization of low-end VR (Virtual reality) materials. Although bearing a humble background regarding this topic, I am also aware that there is still much to go before sufficiently rationalizing it and inferring any potential conclusions as a result of such an intervention.
Therefore, I am asking for your thoughts, backing, and counter-arguments against the use of VR in the training of pre-service science teachers. As a tentative outline, I am proposing the basic elements as follows;
The central educational gap that will be addressed: I plan to address the artificiality of the science instruction in the classrooms, which have been torn apart from the actual context that modern science is concerned with. My preliminary target in this manner is the facilitation of the instructional practices of pre-service science teachers.
Underlying theoretical perspective: I plan to adhere to the Contextual learning theory as my central perspective of research. In the research on VR-assisted science education, the most prominent tendency is the lack of theory, particularly in manipulative interventions. Apart from that, the Experiential learning theory appears as the dominant choice in the relevant literature, which primarily is in-line with high-end VR materials. However, I am keen to believe that the nature of contextual learning is compatible more with low-end VR materials, which I plan to utilize for this intervention.
What is the nature of the intervention that you plan to develop?: During the micro-teaching practices of pre-service science teachers, I plan to require them to use their mobile phones as VR headsets with the phone shell that I will provide. The reflections of this intervention will be evaluated with the focus group interviews and the quantitative queries regarding the technology acceptances of the participants as well as the peer reviews between the participants and the initial feedbacks of mine for them
Who is the target group of the intervention?: The target group of the intervention thought to consists of the pre-service science teachers from a state university that enrolled in the "Instructional Technologies" course.
What kind of setting will you use?: I plan to train and encourage the participants to use low-end VR during their micro-teaching practices during the approximately 12-week semester, first three weeks allocated for the necessary training. The required hardware power is abundant as the participants will use their devices, as the VR interface framework named Google Cardboard is compatible with most of the consumer devices. The head-mounted displays that I will provide are low-cost tools that just contain two biconvex optic lenses and an area that the smartphones from different sizes can be embedded. This even can be DIY' ed using regular cardboards, as the name suggests.
What kind of learning outcomes do you plan to target?: Technology acceptance of pre-service teachers, primarily through the mixed-method evaluations, in order to ensure the triangulation(s) of data, method, inferences resulting from these.
What I am requesting from you resembles a pre-peer-review for such a construction. For example, I would be flattered if you would propose alternative learning theories to take as the basis of such an intervention, sharing your ideas, the suitable VR-based materials, resources and tools to use in the process and may even propose an adequate educational design research framework for me to adhere to.
Let such a conversation to flourish, which would not only guide me during this process but also serve as a convalescent topic of discussion for relevant emerging research! As this encouragement implies, I intend to keep this discussion alive until being incapable of doing so :-) Let us brainstorm together and assemble as the "Avengers" of the science education literature!
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احسنت اخي وزميلي ايها الاستاذ الفاضل لما قدمته من موضوع قيم وهو ضروري توفر مواصفات خاصة لدى المعلم ومهارات خاصة لما لدوره من اهمية بالغة مع التطور العلمي الحاصل حاليا ودخول المجال الافتراضي في التعليم وعلى كافة المستويات
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👨‍🏫 Are you teaching in primary, secondary or higher education? Do you usually use videos as complementary resource in your classes? I would like this ResearchGate space to serve us to enhance our classes, by discussing on the main benefits and inconveniencies encountered when trying to integrate videos as pedagogical aids. Let's share our experience!
👍 As per my experience in integrating videos in STEM disciplines, they have noticeably increased the interest of students in the subject, as well as their motivation. When using videos for both conceptual and procedural learning it is expected to find an increase in performance (which is reported in literature). In my case studies I haven't been able to isolate their effect because it was developed during covid-19 pandemics and there were many factors affecting students' performance. However, a combination between quantitative and qualitative data collection led us to infer that videos did imply a mitigating effect for the adverse effects of lockdown (this case study is part of my research publications).
👎 In terms of disadvantages, I find that the main drawback is the time and resources that teachers need to invest in the creation of such videos. In order to overcome this difficulty, it is true that the internet is full of audiovisual resources that we might take profit from. They are mostly coming from informal education (dissemination, outreaching activities...), but many of them comply with main quality standards described in literature for pedagogical use.
🔈 What is your experience in these regards? Do you count on additional resources or criteria when selecting video material? Is your experience it the classroom indicating any interesting phenomenon of video effects in students' motivation or performance? Please, share in this discussion. Let's build knowledge and share our experiences to enhance our teaching activity.
📚🔍 My research in STEM education is focused on some of these key aspects. I am open to collaborate in future case studies that might complement our experience and expertise fields. Don't hesitate contacting me through my ResearchGate profile.
Thanks for sharing!
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I am teaching at a public university. Sometimes I use videos as a complementary resource in my classes.
I see, it effectively enhances the interest level of the students in their subject matters, as well as videos, creating motivation among the students towards learning. Videos attract the attention of the inattentive students in the class. Nowadays students prefer watching a video over listening to lectures or reading books.
It is possible to effectively engage the students and increase their participation through video-based learning. When they are bored, video reduces their cognitive overload. We know that the human brain can process videos many times faster than any text whether it is easy or complex.
But the uninterrupted internet facilities and good quality projectors are very important for using videos in the classes. That's why sometimes it is not possible for teachers in all academic institutions to use videos as complementary resources in classes.
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I am doing an Education Research in Goettingen University and would like to have an example of reports. How they should be done in Germany?
Have been working here for three months.
Which should be the contant, volume ( how many pages), how picutres should be presented
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Just one older publication on German reform perspectives from 1999:
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Example:
1. You use Material 1 in Biology and after using it, you recycle it in Chemistry to come up with Material 2.
2. You use Material 1 in Biology and then its product is used in Chemistry, Physics, Earth Science.
3. Or any related activities that make use of similar or related ideas.
If you can share also your related studies, I highly appreciate it. Thanks!
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I used 1 material in biology lab and recycle it that's used it in Field work
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The classroom is comprised of different individuals, each of them with their own uniqueness, and having been admitted into the institution of learning gives them access to learn, and also right to enjoy that learning just like every other person.
In the variety of students in our classrooms are brilliant, gifted and talented children. However in the same classroom are physically challenged persons whose desire is also to learn, and gain quality knowledge. In some situations, some teachers see those physically challenged as burdens, and they do nothing or less to carry them along thereby denying them access to adequate learning.
With the advancement of science and technology comes with solutions to how those learners can also learn, and also help teachers who couldn't help them to actually carry them along, and that brought the introduction of assistive technologies.
What are some of those assistive technologies that a teacher can advise those learners to get in order to learn adequately just like others even as he/she helps in anyway possible?
How can those technologies be used?
Do those technologies have merits, and demerits?
Remember everyone have the best they can contribute, likewise the physically challenged, and if we don't do anything to help them, how can the best in them be activated?
Your response is needed.
Thanks.
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The following RG link is also very useful:
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e-laboratory came up as a result of COVID-19 lockdown.
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Victor Tubosun Babalola E labs is a very nice and arevolutionary idea as well and when it comes to the technology it is the way in the field of science laboratories through which the students are well versed with the computers and the technology.
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Researchers in Science Education usually study Students' perceptions of Science subjects like chemistry and their topics. Why are they doing this? What did they want to gain? Is there any relationship between Students perceptions and Academic Achievement?
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Oh yes, there is. Since you mentioned chemistry, I will take it to illustrate my point. In each country, academic performance or achievement, say in chemistry, is roughly situated between two scores on a scale of 100 (say, here, between 40 and 70). If your students are good achievers, they will score higher than the acknowledged range of scores. However, if they are strikingly below the average, there must be an explanation, which is often arrived at through a survey of the perception of chemistry by students. To conjecture, some of the explanations may lie within the educational system itself (including one or all of the curriculum and syllabi, teacher, and student) or in the broader political, economic, social, etc., contexts of the country. The role of the educator on eliciting the perception of students about chemistry here, is to try to see if anything can be done to overcome a negative perception, and slowly begin to turn it into a positive one, which would definitely through time have a favorable impact on academic achievement.
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Dear RG community,
I would like to open this thread in order to have some feedback gain about the importance of creating and developing a virtual teaching portfolio (VTP).
According to Wikipedia [1] an Electronic portfolio - EP has the following definition, I unquote:
"An electronic portfolio (also known as a digital portfolio, online portfolio, e-portfolio, e-folio, or eFolio) is a collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic evidence may include input text, electronic files, images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression. If they are online, users can maintain them dynamically over time."
In this thread, we aim to understand the differences between a virtual teaching portfolio-VTP and a scholar blog-SB where not only we share written documentation---but also learning and teaching experiences, becomes crucial for a teacher`s career.
Thank you all.
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The big ideas behind micro-credentials by T. Blackman at The Open University & K. Jona at Northeastern University, Sep. 2021.
Two experts in flexible learning programs discuss the evolution and adoption of alternative teaching models and credentials in higher education.
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Looking to collaborate with other academicians in the field of Science Education. Lets get going at it
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Please have look on our(Eminent Biosciences (EMBS)) collaborations.. and let me know if interested to associate with us
Our recent publications In collaborations with industries and academia in India and world wide.
EMBS publication In association with Universidad Tecnológica Metropolitana, Santiago, Chile. Publication Link: https://pubmed.ncbi.nlm.nih.gov/33397265/
EMBS publication In association with Moscow State University , Russia. Publication Link: https://pubmed.ncbi.nlm.nih.gov/32967475/
EMBS publication In association with Icahn Institute of Genomics and Multiscale Biology,, Mount Sinai Health System, Manhattan, NY, USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29199918
EMBS publication In association with University of Missouri, St. Louis, MO, USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30457050
EMBS publication In association with Virginia Commonwealth University, Richmond, Virginia, USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27852211
EMBS publication In association with ICMR- NIN(National Institute of Nutrition), Hyderabad Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/23030611
EMBS publication In association with University of Minnesota Duluth, Duluth MN 55811 USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27852211
EMBS publication In association with University of Yaounde I, PO Box 812, Yaoundé, Cameroon. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30950335
EMBS publication In association with Federal University of Paraíba, João Pessoa, PB, Brazil. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30693065
Eminent Biosciences(EMBS) and University of Yaoundé I, Yaoundé, Cameroon. Publication Link: https://pubmed.ncbi.nlm.nih.gov/31210847/
Eminent Biosciences(EMBS) and University of the Basque Country UPV/EHU, 48080, Leioa, Spain. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27852204
Eminent Biosciences(EMBS) and King Saud University, Riyadh, Saudi Arabia. Publication Link: http://www.eurekaselect.com/135585
Eminent Biosciences(EMBS) and NIPER , Hyderabad, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29053759
Eminent Biosciences(EMBS) and Alagappa University, Tamil Nadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30950335
Eminent Biosciences(EMBS) and Jawaharlal Nehru Technological University, Hyderabad , India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/28472910
Eminent Biosciences(EMBS) and C.S.I.R – CRISAT, Karaikudi, Tamil Nadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30237676
Eminent Biosciences(EMBS) and Karpagam academy of higher education, Eachinary, Coimbatore , Tamil Nadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30237672
Eminent Biosciences(EMBS) and Ballets Olaeta Kalea, 4, 48014 Bilbao, Bizkaia, Spain. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29199918
Eminent Biosciences(EMBS) and Hospital for Genetic Diseases, Osmania University, Hyderabad - 500 016, Telangana, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/28472910
Eminent Biosciences(EMBS) and School of Ocean Science and Technology, Kerala University of Fisheries and Ocean Studies, Panangad-682 506, Cochin, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27964704
Eminent Biosciences(EMBS) and CODEWEL Nireekshana-ACET, Hyderabad, Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/26770024
Eminent Biosciences(EMBS) and Bharathiyar University, Coimbatore-641046, Tamilnadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27919211
Eminent Biosciences(EMBS) and LPU University, Phagwara, Punjab, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/31030499
Eminent Biosciences(EMBS) and Department of Bioinformatics, Kerala University, Kerala. Publication Link: http://www.eurekaselect.com/135585
Eminent Biosciences(EMBS) and Gandhi Medical College and Osmania Medical College, Hyderabad 500 038, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27450915
Eminent Biosciences(EMBS) and National College (Affiliated to Bharathidasan University), Tiruchirapalli, 620 001 Tamil Nadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27266485
Eminent Biosciences(EMBS) and University of Calicut - 673635, Kerala, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/23030611
Eminent Biosciences(EMBS) and NIPER, Hyderabad, India. ) Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29053759
Eminent Biosciences(EMBS) and King George's Medical University, (Erstwhile C.S.M. Medical University), Lucknow-226 003, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/25579575
Eminent Biosciences(EMBS) and School of Chemical & Biotechnology, SASTRA University, Thanjavur, India Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/25579569
Eminent Biosciences(EMBS) and Safi center for scientific research, Malappuram, Kerala, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30237672
Eminent Biosciences(EMBS) and Dept of Genetics, Osmania University, Hyderabad Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/25248957
EMBS publication In association with Institute of Genetics and Hospital for Genetic Diseases, Osmania University, Hyderabad Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/26229292
Sincerely,
Dr. Anuraj Nayarisseri
Principal Scientist & Director,
Eminent Biosciences.
Mob :+91 97522 95342
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Dear and Distinguished Fellows from the solid-state physics RG community.
Does have anyone read after 20 years the preprint from Prof. Laughlin A Critique of two metals?
I read it when I was a PhD student. I think his opinion after 20 years deserves more attention. Please, feel free to follow down the link to the arXiv preprint if somebody has an interest and please leave your opinion:
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Hello,
I have a Case / Control genotype study (one qualitative phenotype). so I carried a genetic association analysis with PLINK (logistic)
and I've identified hundreds of SNPs with very low Pval (<5x 10 -8) and a good OR.
Until there everything is good, but I block for the next. infact, I want to select a small number of SNPs to create a predictor and creates a like a test to predict the sample class according to genotype(Case or Control)
How to make the selection?
How to calculate the weight of each SNP in this test?
How to calculate the score that includes these weight?
How to set the score threshold to say if the sample is Case or Control?
Thank you 
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Mohamed Belhocine How can we compute the threshold score to differentiate cases and controls after using the above method? Thank you.
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STEM fue el tema principal de la conferencia internacional ASTE 2019, con al menos 8 pósteres, 27 presentaciones orales y 3 talleres que promovieron las aulas STEM, la instrucción/enseñanza STEM, las lecciones STEM, los campamentos de verano STEM, los clubes STEM y las escuelas STEM sin proporcionar una conceptualización o definición operativa de lo que es STEM. Algunas presentaciones defendían la integración de las disciplinas, pero el ejemplo proporcionado fue principalmente prácticas "indagatorias" y de "diseño de ingeniería" que de hecho no diferían del tipo de actividades en el aula hands-on/minds-off mal conceptualizadas y epistemológicamente incongruentes.
Por lo tanto, vale la pena considerar:
(1) ¿Por qué lo llamamos STEM si no difiere de las prácticas aplicadas durante décadas (por ejemplo, indagación, actividades hands-on)?
(2) ¿Qué beneficios (si los hubiere) puede aportar esta mentalidad/tendencia de STEMinificación a la educación científica y su investigación?
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1) Moda
2) Igualdad supuestamente.
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I need free or low cost SCOPUS Journal in Science Education or Education please
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Please try to search your concern via the links of SCOPUS Indexed journals.
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At the moment it is very much a lab based follow the recipe type approach. I want to change to a series of mini-projects based on the content of the course. However, the primary focus is on establishing the relevance and importance of chemistry for health sciences students. At this stage I envision something theoretical, with a small aspect which can be demonstrated physically - the students need to explain the theory and link it to a specific practical activity.
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I recommend to you read about PBL (problem based learning)in practice classes. This learning approach it very useful.
Perhaps you can use a problem even to introduce the course, where your students could build those linkages by themself.
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Hi guys,
We've run a study using the Delphi method. Now, at the end, we'd like to conclude with a bigger implication. Does it make sense to you to have the results assessed by another, bigger group of respondents to confirm the study's results?
Thank you for your opinion.
Best wishes,
Martin
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Yes, that is correct. That way, in order to obtain a measure of consistency, Kendall coefficient of concordance can be used. The coefficient is a statistical test of agreement to test two or more sets of rankings in a contest (Israel, 2009). It varies between “0,” indicating no agreement between judges, and “+1,” indicating a complete agreement. That way you can turn from "just opinion of several people picked as a convenient sample" to "an agreement trend between the participants, where the not agreed responses will not be considered".
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I am interested to know more about the ICT tools (including websites, applications, devices) that are adopted to facilitate science education inside and outside the school context.
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I could add also to the thread, the PhET library with HTML5 format (no need for a javascript plugin).
Available in several languages, and new developments due to the pandemic.
Physics, Math and General Sciences, as said in previous posts, with STEM subjects content.
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Good morning, I'm doing a review of the literature on initial training of teachers in Africa, in particular science teachers (Biology, Geology, Chemistry, Physics, and Mathematics).
So far, research conducted at Scopus resulted in  a limited the numbers of articles (16 for pre-sercice teacher and 4 for science teachers in particular).
Moreover, the identified research is mainly from South Africa (a country which is according to HDI 2018, in the category of  high human development,http://hdr.undp.org/en/countries/profiles/ZAF) but it was intended to give a broader view, including research from African developing countries.
Can you help me with the indication of databases where I can perform this search with the broader results? Or identify important research/researchers, in particular from African developing who I may contact?
Thanks
______________________________________________________
Bonjour, je fais une revue de la littérature sur la formation initiale des enseignants en Afrique, en particulier des professeurs de sciences (biologie, géologie, chimie, physique et mathématiques).
Jusqu'à présent, les recherches menées à Scopus ont abouti à un nombre limité d'articles (16 enseignants en formation et 4 pour ceux de sciences notamment).
De plus, la recherche identifiée provient principalement d'Afrique du Sud (un pays qui est selon l'IDH 2018, dans la catégorie à haut développement humain, http://hdr.undp.org/en/countries/profiles/ZAF).
Pouvez-vous m'aider avec l'indication des bases de données où je peux effectuer cette recherche avec des résultats plus larges? Ou identifier des recherches / chercheurs importants, en particulier africains en développement, avec qui je peux contacter?
Merci
________________________________________________________
Bom dia, estou a fazer uma revisão da literatura sobre formação inicial de professores em África, em particular de professores de ciências (Biologia, Geologia, Química, Física e Matemática).
Até agora, das pesquisas realizadas na Scopus, resultaram um número limitado de artigos (16 para professor em formação inicial e 4 para professores de ciências em particular).
Além disso, na pesquisa realizada surge principalmente África do Sul (país que é de acordo com o HDI 2018, na categoria de alto desenvolvimento humano, http://hdr.undp.org/en/countries/profiles/ZAF), mas tinha como objetivo dar uma visão mais ampla, incluindo investigação em países africanos em desenvolvimento.
Podem ajudar-me com a indicação de bases de dados onde eu possa realizar esta pesquisa com os resultados mais amplos? Ou identificar importantes investigações/investigadores, em particular do desenvolvimento africano com quem posso contatar?
Obrigado
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Trained teachers and other data on the education sector:
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Currently, I collected data from science teachers to Understand their intention to use augmented reality: using some behavioral theories. I prepared the method and results sections.
I am looking for a colleague who has knowledge of the use of technology in education in particular science education and has work experience to test psychological theories (e.g., TPB, NAM, UTAUT, and UTAUT 2). You can contact me for detailed information about the study.
I expect the colleague I am looking for
  • to assist me in completing the introduction and discussion sections of the work.
  • Having articles on this subject in journals previously indexed in SSCI, SCI, or SCI-expanded.
The colleague who wants to work with me can contact me via my e-mail address (huseyin.ates@ahievran.edu.tr).
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Hi
How could I help you dear?
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Considering the context of the COVID-19 pandemic that requires remote teaching activities. In the case of Chemical Education, which requires a high degree of abstraction and the use of visualizations can effectively contribute to the student's learning process, how does the teacher deal with the relationship of macro, micro and symbolic representations, in online teaching?
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I think that the teacher can use some applications that are online intended for learning the nomenclature, elaboration and spatial representation of molecules. There are also reaction simulators and laboratory practices where through color change you can explain and discuss with students the causes of a color change or a gas release. Also the teacher and students can make representations through animation programs that are useful to represent (model) some change or transformation of the matter.
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Hi, I'm preparing a candidature for a post as Associate Professor at the University of Aveiro. I have to choose among your publication 5 articles. This is one that I choose since it is the corollary of the project IPEC - Research and Practices in Science Education. That project aimed to increase the relationship between research and practice. From several theoretical approaches, we develop a model for the professional development of teachers. It was a very productive interactive project, that involved the collaboration between researchers and teachers to develop curricular modules being the subject of sustainability, for secondary schools. We would like to have feedback to reinforce your choice. All the comments are welcome.
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Segun Michael Ojetunde thanks for your interest, the outcomes of the project are described in other papers. We anlysed the impact of the collaborative work carried out in which concerns the teachers practices. You can read the results of the analysis in the following papers:
There is another one that concerns the curricular management principles explored to develop the science education modules but it is in Portuguese.
I hope to have been helpfull
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What are constraints and possibilities from the critical analysis of the secondary level Science curriculum in Myanmar?
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Uses of science resources
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As you&I know, each country has its own education system. It is not possible to reach the curriculum of some countries. or i know that is. Particularly, it is more difficult to find the course gains of primary schools and primary schools. Can you help me find the curriculum for science education in primary schools and secondary school? Thank you
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Nice My Dear Andrew LaRusch .
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Meeting my grade 7 class once a week for 60 mins (really short) how can I assess them without using their books or any summative type of test?
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I agree with Tylor Burrows .
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What are the measures that science teachers could practice or contribute to the community or the curriculum as vital players after the covid crisis?
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A needed one role could be teach fellow students how some scientists decided to play dice & almost destroyed humankind with SARS-CoV-20. In other words "the ethics of science & walfare"
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Importance of resources in science education
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Changes the process of teaching and learning of science from abstract to a realistic perspective.
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Hi, I'm preparing a candidature for a post as Associate Professor at the University of Aveiro. I have to choose among your publication 5 articles. This is one that I choose since it is the corollary of the project IPEC - Research and Practices in Science Education. That project aimed to increase the relationship between research and practice. From several theoretical approaches, we develop a model for the professional development of teachers. It was a very productive interactive project, that involved the collaboration between researchers and teachers to develop curricular modules being the subject of sustainability, for secondary schools. We would like to have feedback to reinforce your choice. All the comments are welcome.
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Using Peer Assessment is best way in the teaching as well as learning. It is more like two way process where students involve themselves in assessment as well as learning.
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I found this quotation of Steven Jay Gould on the internet. I am pretty much intrigued by this quotation. Please share your thoughts about this quotation.
How severe is the case in your country that many potential scientists and researchers could not achieve success and got derailed in their lives (due to lack of proper education, training, facilities, government sponsorship, poverty, vulnerability, etc.)?
(I mention my student Samir Ashraf, who gave some first thoughts about it).
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Einstein is in my opinion a rather poor, if striking, starting point for this discussion.
Indeed, if we follow Thomas Kuhn distinction of ‘normal’ phases of scientific development vs. ‘scientific revolutions’ involving a deep paradigm change, Einstein is very much the archetype of a paradigm-changer. But there are very few true scientific revolutions, typically one a century or less, and their possibility is less a question of ‘talent’ of the scientists that initiate them (even it it does certainly call for quite a bit of genius) than of the convergence of many parameters yielding a kind of embrittlement of the old paradigm.
So in this sense, no, there couldn’t have been many potential Einsteins in the cotton fields : there simply wasn’t room for them in science between, say, Newton and Einstein.
On the other hand, if the question is ‘were there potentially highly talented young people in the cotton fields who never had the possibility to develop their talent for science’, it does indeed seem obvious. And Gould is absolutely right to suggest that, if we want more scientific progress, we should certainly start studying ways to let more potential scientific talents fructify rather than how Einstein’s synapses may have worked.
Also, to quote Robert Heinlein :
Throughout history, poverty is the normal condition of man. Advances which permit this norm to be exceeded — here and there, now and then — are the work of an extremely small minority, frequently despised, often condemned, and almost always opposed by all right thinking people. Whenever this tiny minority is kept from creating, or (as sometimes happens) is driven out of a society, the people then slip back into abject poverty.
This is known as "bad luck."
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Active vs. passive matrix is explained in popular science websites as simultaneous turning on-off, one row or one pixel at a time or power efficiency. But how are they related to "matrix" active or passive? Besides, not all LED were turned on along a single line in any given time in PMOLEDs' picture. Why?
Also provide some suitable textbook or research reference to introduction to organic electronics, And more importantly, mention prerequisite knowledge.
The article link https://www.oled-info.com/pmoled-vs-amoled-whats-difference makes not much information, and meaning of "active" and "passive" matrix
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Dear Sumit,
The colleagues hinted the answer but i want to add some elaborate definitions. Passive and active do not concern the Led it self. It concerns the display matrix of the optical display. If the display does not contain amplifiers to drive the LEDs it will be passive and vice versa.
Generally the term passive means not containing amplification.
while active means it contains amplifiers. The amplifiers may be called also drivers.
As for the education my advice is to study:
- Semiconductor materials with emphasis to the organic semiconductors
- Semiconductor devices including diodes and transistors
- Basic electronic circuits both analog and digital.
- Optoelectronics
A s a basic book you can refer to the book:
Best wishes
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The misconception of Cloud-cloud collision is unable to show continuous triboelectric effect and charge differentiation of clouds. Rather, now charge exchange. Rather, wikipedia mentioned charge exchange between uprising supercooled water and ice droplets and Graupel (soft haill).
But both are nearly same material (water and ice)- why and do they exchange charge? even if they dow, how only state and crystallinity change of a material can change its triboelectric properties? Is there any structure-property justification of triboelectric series, anyway?
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The plausible charge separation mechanism in convective clouds, leading to lightning, was suggested by Baker et al. (1987) (Q. J. R. Meteorol. Soc. 113, 1987, pp 1193–1215). The essence of the process is the interaction of particles with different growth rates and different electrical charges. The succinct summary is presented by Saunders in the paper “Charge Separation Mechanisms in Clouds”
>>Begin quote:
“A thunderstorm charging mechanism based on vapour deposition rate, first proposed by Baker et al. (1987), has been successful in helping to account for differences between the results from various laboratory studies. The concept follows on from the result described earlier that, during collisions leading to the removal of some surface mass from the larger particle, fast growing ice surfaces charge positively and conversely, sublimating surfaces charge negatively. Baker et al., suggested that an additional variable comes into play when two ice surfaces having different vapour diffusional growth rates come into brief contact, namely the surface state of the smaller particle in the collision process”.
End quote<<
(A copy of the paper is attached)
In summary, the traditional concepts of charge separation in triboelectric effect, observed in experiments with the Van de Graaff generator, do not have direct application in clouds due to thermodynamic and diffusion processes.
Additional reference:
Lightning: Physics and Effects (Vladimir Rakov and Martin Uman, Cambridge University Press, 2003).
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There's a large discrepancy in the number of citations I've received on Google Scholar and Research Gate. For example, Research Gate shows only 15 citations for my book The Science Education of American Girls, but according to Google Scholar, that book has received 188 citations since it's been published.
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Kim - it is an often asked question. The simple answer is that all database scoring systems are different and draw from different citation resources. Some are far more generous (inclusive) than others. Compare GoogleScholar (one of the most generous) to ISI WoS (one of the most conservative). RG sits somewhere in between generally.
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In science class room constructivist approach is useful
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Aaaw, thanks so much. You saved me . I was actually stressed looking for information on this
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STEM was the main topic at the 2019 ASTE international conference, with at least 8 posters, 27 oral presentations and 3 workshops promoting STEM classrooms, STEM instruction/teaching, STEM lessons, STEM summer camps, STEM clubs, and STEM schools without providing an operational conceptualization or definition of what STEM is. Some oral presentations advocated for disciplines integration, but the example provided were mainly "inquiry based" and "Engineering Design Process" practices which in fact did not differed from the overly used, poorly conceptualized and epistemologically incongruent hands on/minds off type of classroom activities.
Therefore, it is worth considering:
(1) Why do we call it STEM if it does not differ from practices being implemented for decades (e.g. inquiry, hands on activities)?
(2) What benefits (if any) can this STEMification mentality/trend bring to science education?
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STEM was first conceived as a collective concept by the National Science Foundation in the USA about 30 years ago out of concerns for the quality of undergraduate education , leading to the establishment of Project Kaleidoscope (Elrod, 2010). This and other American funded initiatives have tended to focus on individual teaching enhancements based on the premise that many evidence-based individual improvements will lead to a collective change. However, this has generally not worked out the way these funders originally anticipated.
American interest in STEM education increased rapidly following the publication of Friedman’s (2005) analysis that China and India were on course to overtake the USA in the global economy by surpassing their STEM educational output. Subsequently, other Western countries have followed America’s lead, such as the UK which ran a National HE STEM Programme (2013) from 2009 to 2012. STEM educational reforms are therefore mainly driven by economic rather that pedagogical concerns, leading Fairweather (2008: 6) to describe them as, “solutions in search of a problem”.
References
Elrod, S. (2010) Project Kaleidoscope 2.0: Leadership for twenty-first-century STEM education. Liberal Education, 96(4), pp. 24-33.
Fairweather, J. (2008) Linking evidence and promising practices in science, technology, engineering, and mathematics (STEM) undergraduate education. Washington, DC: Board of Science Education, National Research Council, The National Academies.
Friedman, T. (2005) The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux.
National HE STEM Programme (2013) Enabling the HE sector to engage with schools, enhance curricula, support graduates and develop the workforce, http://www.hestem.ac.uk/.
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Hi everyone,
I was just wondering if anyone was interested in eye-tracking as a method in science education research being a Special interest group in ESERA.
There are several conditions we need to meet in order to be acknowledged and supported, nevertheless, the idea seems appealing.
Please, let me know in case you'd consider joining us.
Best for now,
Martin Rusek
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I don't now if this is similar but I have heard of researchers in Denmark who have used eye-tracking on children visiting museums. The researchers wanted to further develop their museums by finding out what children look at when they visit.
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Example:
Our citrus industry can be related to the concept of ecosystem in Biology course. Here, I can explain that the citrus tree is a home to various insect and a substrate to some mosses; in which these insects and mosses may develop ecological relationship with one another.
If you can share me teaching materials or researches that relates science teaching with your local industry, that would be of great help to my study as well.
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In our country, the pharmaceutical industry can be considered as a "true" chemical industry which has become reputable & succeeded in selling medicines to Europe as well as covering many local market demands.
While teaching industrial chemistry, I explain that most of the pharmaceutical industries "worldwide" are of the batch type so as our industries here. Students are required to understand, through examples, the characteristics of an industrial batch industry together with what items of equipment it will have & how these tools are operated.
A typical chemical industry must have a section for R&D "research & development" and our local pharmaceutical industries do have that from information I gathered from our graduates who work there. Therefore, students are required to know examples of the duties of the R&D section in an industry and the type of "applied" research that is carried out there.
Students of the industrial chemistry course ought to know the chemical names, the structural formulas, and the function of the most famous drugs such as Aspirin, Panadol, paracetamol , penicillin, amoxicillin…etc.
Even though it is an introductory course, students do not appreciate its value until they graduate & become fortunate enough to be employed in a chemical industry "pharmaceutical or other industries such as paints, plastics…etc.".
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In the Philippines, some (if not most) of the science concepts are contextualized to promote local industry. Example is in ecology, the local industry of rice planting involves pest or insect control. The teacher can illustrate the roles of natural enemies and parasitoids to control the pests that could harm the rice plants.
In your country, what are your strategies that involve education in the promotion of your local industry and products?
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This is a very cricual question. I think the previous replies have mentioned interestng information.
I believe this question is linked to the relationship between education and society generally.
Education can focus on plenty of skills, knowledge and attitudes that can help local industry and entrepreneurship.
Skills: leadership, planning, desining, evaluating
Knowledge: things around local community that can help professional developent of learners
Attitudes: friendly to creativity and entrepreneuriship
That is in brief of course!
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The Inquiry-based Learning (IBL) approach involves various levels: Confirmation, Structured, Guided, and Open Inquiry. This approach is suitable for laboratory teaching.
Please recommend some of your strategies/researches that employ IBL approach in teaching the science course.
How is it effective? Are there problems you encountered while implementing?
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agree with@ Krishnan Umachandran
regards
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I am currently working on instructional materials that are zero-waste or that can help reduce wastes in science laboratory activities. To share your journals, articles, and research/es to help me in my study is highly appreciated. Thanks!
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Simulate your science exercises online whenever possible using a virtual lab: https://www.youtube.com/watch?v=O55o0wimf_w
Best regards,
Debra
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The project aims to examine chemistry students’ gender awareness and assumptions about a gender-inclusive chemistry curriculum at a UK university.
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Thank you Prof R.s. Sindhu for your kind comment and suggestions.
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Hello
I am a prof. at Istanbul University College of Education Department of Science Education. I had a PhD at University of Iowa and my study subject are nature of science, scientific injury, epistemology and argumentation.
I would like to part of this study. Because, last couple of years middle school students’ demographic information in Turkey dramatically changed because of migration from Syria. This demographic changes is seen in mostly in city of Istanbul and Gaziantep because of increase population of Syrians.
Result of this, number of students in classroom is increased, classroom management become difficult for teachers and application of scientific inquiry sometimes become harder to instruct for them. Because of this most teachers start to use traditional teaching methods.
I believe this situations have a negative effect of students’ views on scientific inquiry.
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We had researchers in Istanbul and Ankara participating in our seventh grade and high school studies. We are currently deciding whether to do a study at the middle school level or at the elementary school level. If we decide to proceed at the middle school level we will certainly contact you.
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The study focuses specifically on chemistry, but any papers related to gender-sensitive science education at university level would be much appreciated.
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Have a poster competition on how women should be portrayed in promotiional materials for STEM programs and/or have a debate on the need for more female architects so that the washrooms and buildings would be more user-friendly to women. For example, adequate shelf space in the washrooms for their handbags and overhead canopies at the building entrances so that their hairstyles are not ruined when it rains or snows.
Best regards,
Debra
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What are the pressing issues in Science Education based on PISA Results?
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I am a high school Science teacher in Australia, and I think the PISA scores (like other types of broad scale testing) are often over-blown in their perceived importance. The data must be looked at in great detail to find the important information relating to the achievements of individuals from different socio-economic groups or genders, for it to be useful. Nor does it take into consideration that some year groups are at times better than those before or after (teachers will recognise this pattern). So therefore, a broad scale, brush-stroke approach to the use of PISA in making decisions regarding changes to curricula or subjects is not beneficial to the system, the education staff, nor the students that they are meant to be supporting. Politicians take the data and mis-construe it all the time, and they do so because they are wholly ignorant of the realities in our school classrooms and the students we teach. Not to mention the fact that students become desensitised and disenchanted with multiple types of standardised diagnostic testing they are subjected to, year after year. They do not see the benefit of such tests and often do not try as hard as the politicians think they do. For example in my school during the six years of high school (Years 7-12) the students are subjected to at least two or three types of mandatory assessments (like PISA) that are not directly related to their studies and are not part of the curriculum, in addition to their normal tests and exams. Using data to make decisions is all good and well, but it needs to be the right data, within the right context.
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I would like to know if it makes sense to perform a statistical analysis to evaluate how to improve the learning process and the teaching process during teaching. When teaching physics, chemistry or mathematics, does it have any utility to evaluate additional data to test scores and to the fulfillment of the program in class? How does the teaching process in the best teaching centers, the statistics that work for them, make sense, or is it simply a matter of quality in the knowledge and appropriate strategies? Greetings.
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Doing a statistic analysis on the student answers to test questions can tell you what portions of the curriculum that the students are not grasping well. This can be used as a tool to strengthen those areas in you lessons.
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In reference to the three attached articles in which it is shown that
  • The theory of length contraction and time dilation are based on a simple oversight. When analyzing the Michelson & Morley experiment, both FitzGerlad and Lorentz only examined the movement of light and proposed the theory of length contraction. They, however, failed to explore the movement of the half-silvered-mirror to realize that length contraction is not a viable idea. One of the main result of the oversight was the introduction of Lorentz Transformation Equations. Later on, special relativity (SR) accepted and adapted Lorentz’s ideas and mathematics.
  • An imaginary instrument, the light clock, was created and used as the clock of choice for SR. Examination of the working of the clock, as described by SR, shows that the supposed time dilation is correct for only one positioning of the clock. Any other orientation creates irregular ticks and overall longer unit of time, which is linked to the orientation of the clock. Finally, the direction of the clock movement influences the unit of time.
  • The laws of physics are not always binding to an outside observer moving with a constant speed.
Making a mistake in science is common and unavoidable, but science has an honourable practice of not insisting on it when the error is found. The longer it takes for the mistake to be discovered and discarded the more damaging it would be to the integrity and reliability of science.
This question is a test for upholding the acclaimed integrity of science. Either the correctness of each case above and Lorentz transformation should be defended or all the theories and claimed experiments based on the mistakes must be banned in textbooks and classrooms, except as a lesson-learned case in the history of science.
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Dear Timothy and Rafael
You are right to say that theories evolve and some new ones are created. These changes happen with better collective understanding of a scientific subject and the development of advanced equipment. For example, we know scientists before Galileo relied mainly on their eyesight to do astronomy and that was one of the main reasons the subject stagnated for centuries.
But it seems that this is not the case for the theory of special relativity and Lorentz transformation equations. They were proposed not because of the advances in equipment or better understanding of the subject but based on hasty conclusion from the only experiment which was available to scientists of the time.
Unfortunately, they have created an atmosphere to overwhelm any doubt. The relativistic theory is in place for more than a century and It seems its grip will last for years to come.
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From my own experience I would say that both of these forms of publishers should be phased out for the sake of scientific advancements. One doesn’t seem to have enough resources to do their job properly, and the other just blindly follows the leaders to barricade their doctrines, as in the case when reviewers of a mainstream journal on general relativity tell you that all that you need to do is to solve Einstein field equations. If we label journals that don't do peer-reviews properly predatory then what about some famous mainstream journals that have also done the same, a well-known example is the case of Myron Evans.
I wonder whether it is possible to convert the current peer-reviewed system into a professional business so that everyone, professionals or not, can do a professional research and all forms of journals, mainstream or non-mainstream, are formally assured to be professional peer-reviewed journals.
In the meantime, I think the best is to submit our works to ResearchGate, and probably viXra if you don’t mind.
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A few years ago, I inadvertently published a paper in a "predatory journal":
The peer review process was very light with two reviewers providing minor comments, but the journal published within weeks of submitting, created a nice-looking pdf, and I paid USD 70 for open access. I was looking for speed in the publication process because the issue needed to be brought to the attention of the Indonesian government quickly. So, I got speed and open access, allowing me to use the link in media, and I know that government became quickly aware of the issues discussed in the paper.
I felt bad when I noticed that the publishing group was listed on Beall's list (which was then still in use), but in the end I don't really mind. Time is often a crucial factor in conservation. Orangutans, the species I was working on, are disappearing at a rate of 6,000 per year. Of course, publishing alone is not going to stop the death of these animals but some publications have been very influential in conservation.
One problem with publishing in predatory journals though is that few will cite the paper. People generally prefer citing papers published in high impact journals, which is why they are high impact. Our paper was viewed 3605 times and downloaded 112 times, but I don't think that anyone but myself has ever cited it. It's not a bad paper, but I doubt it will get much scientific attention.
One thing to remember is that cheap journals provide an opportunity for young scientists who do not have access to publishing funds to get started with their publications. If you are from a country where monthly salaries average USD 250, a publication fee of several thousand dollars is an insurmountable barrier. Cheaper options may provide opportunity to hone research and writing skills so that later one can attract the kind of funding that allows one to pay higher publication fee. How many budding scientists have turned away from science because they couldn't get published?
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what is instructional television? Advantages and disadvantages of Instructional TV?
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The extremely interesting and topical questions below were about the rift between digital and analog circuits
But the human aspects engendered by this "war" are even more important for us, human beings, living and working in this continously changing environment. This "digitalization" makes a tremendous impact on the electronics, particularly on electronics education. In addition to all the positive sides of this process, there are negative aspects as well...
First of all, this tendency has imposed the domination of the formal approach in technical education. Making circuits digital, miniaturizing and enclosing them in packages, and interacting with them by means of software (e.g., FPGA) has apparently eliminated the need of technical abilities, a natural aptitude to technics (simply, the vocation for mastering something material, e.g., real circuits, with his/her own hands). This gives a chance to students that are averse to technics to enter technical universities at the expense of those having a technical vocation. For example, students graduated mathematical, philological, trading and other non-technical schools can easily enter Technical university of Sofia by solving a few mathematical problems without any proof of their technical aptitudes). In the Computer systems department, where I teach basic, digital and microcomputer circuitry, our students become sooner a kind of "informatics" specialists than real engineers...
Of course, the same sorry truth can be said about teachers and university lecturers. The abstract digital ground gives an excellent opportunity for those of them having no technical sense, abilities and vocation, to work in technical departments where to build "brilliant" courses and to carry out "striking" lections analyzing circuits by applying sophisticated formal methods without understanding circuit phenomena. I have noted the sorry truth that I can talk with my colleagues about anything but only without circuits...
This topic is considered in the interesting materials below kindly given by Prof. Lutz von Wangenheim:
It is interesting to predict what will be the results of this process...
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Have positive aspects and negative aspects
For example, negatively affect social skills
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We are planning to conduct a training for elementary science teachers on making improvised instructional materials to improve the quality of science teaching. Most of the science teachers in our city are non-science majors which prompted us to organize a training-workshop. What are improvised science instructional materials you can suggest that we can do?
Here is an example of what we want to do. An improvised microscope
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